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Presented by Alma Salcedo at the 2011 ACA & APSA professional development conference on 2/17/11. This presentation will discuss William Perry’s intellectual and ethical development theory on how students develop during their time in college. Return to your professional role with a different perspective and an increased satisfaction when working with puzzling students.
Citation preview
Revised 2/17/11 [email protected] 1
Intellectual Development Theory 101
for Student Advisors
Intellectual Development Theory 101
for Student Advisors
A Workshop Designed byAlma Jackie Salcedo
University of Texas at Austin
Revised 2/17/11 [email protected] 2
Why intellectual development theory? Why intellectual development theory? Theories of William Perry and M.B. Baxter
Magolda describe college level development. How students “make meaning” or interpret
information, analyze problems, and reason. Students will interpret their experiences
differently depending on their development.
Theories of William Perry and M.B. Baxter Magolda describe college level development.
How students “make meaning” or interpret information, analyze problems, and reason.
Students will interpret their experiences differently depending on their development.
Revised 2/17/11 [email protected] 3
William Perry’s SchemeWilliam Perry’s Scheme
Perry was the first to concentrate on college students.
Perry’s scheme is not made of “stages” - but of different positions.
Students move between positions, resulting in intellectual and ethical development.
Dualism, Multiplicity, Relativism, and Commitment in Relativism
Perry was the first to concentrate on college students.
Perry’s scheme is not made of “stages” - but of different positions.
Students move between positions, resulting in intellectual and ethical development.
Dualism, Multiplicity, Relativism, and Commitment in Relativism
Revised 2/17/11 [email protected] 4
Dualism (Positions 1-2)Dualism (Positions 1-2)
Absolute Truth, Right or Wrong, Good or Bad
Knowledge is Quantitative. Students tend to see themselves as
subordinate to authority. Teacher (or Advisor) is the expert that
will know all the “correct” answers.
Absolute Truth, Right or Wrong, Good or Bad
Knowledge is Quantitative. Students tend to see themselves as
subordinate to authority. Teacher (or Advisor) is the expert that
will know all the “correct” answers.
Revised 2/17/11 [email protected] 5
Multiplicity (Positions 3-4)Multiplicity (Positions 3-4)
Confusion after Dualism, if there is no Right or Wrong - then everything must be right.
Acknowledges all points of view as equal, “none can be called wrong” (Perry, 1981).
Confusion after Dualism, if there is no Right or Wrong - then everything must be right.
Acknowledges all points of view as equal, “none can be called wrong” (Perry, 1981).
Revised 2/17/11 [email protected] 6
Relativism (Positions 5-6)Relativism (Positions 5-6)
Accepts a diversity of ideas, but relies on logic, sources, or other evidence for analysis (Perry, 1981).
Knowledge is Qualitative. Questions have different answers
depending on context.
Accepts a diversity of ideas, but relies on logic, sources, or other evidence for analysis (Perry, 1981).
Knowledge is Qualitative. Questions have different answers
depending on context.
Revised 2/17/11 [email protected] 7
Commitment in Relativism (Positions 7-9)Commitment in Relativism (Positions 7-9)
Students “realize the need to evolve and endorse their own choices from the multiple ‘truths’ that exist in a relativistic world” (King, 1978, p. 39).
Not intellectual, but ethical development as life choices are made regarding values, career, relationships, and balance.
“Agency is experienced as within the individual” (Perry, 1981 p. 80).
Students “realize the need to evolve and endorse their own choices from the multiple ‘truths’ that exist in a relativistic world” (King, 1978, p. 39).
Not intellectual, but ethical development as life choices are made regarding values, career, relationships, and balance.
“Agency is experienced as within the individual” (Perry, 1981 p. 80).
Revised 2/17/11 [email protected] 8
Quotes from Perry’s Study (1981)Quotes from Perry’s Study (1981)
“Student: Well the only thing I could say to a prospective student is just say, ‘If you come here and do everything you’re supposed to do, you’ll be all right,’ that’s just about all.”(Dualism)
“Student: I mean if you read them [critics], that’s the great thing about a book like Moby Dick. [Laughs] Nobody understands it!”(Multiplicity)
“Student: Well the only thing I could say to a prospective student is just say, ‘If you come here and do everything you’re supposed to do, you’ll be all right,’ that’s just about all.”(Dualism)
“Student: I mean if you read them [critics], that’s the great thing about a book like Moby Dick. [Laughs] Nobody understands it!”(Multiplicity)
Revised 2/17/11 [email protected] 9
More Quotes (Perry, 1981)More Quotes (Perry, 1981)
“Student: I mean you’ve got to have some facts under the opinion, I guess.”(early Relativism)
“Student: There are all kinds of pulls, pressures and so forth…I’ve got one life to live…I want to live it this way, I welcome suggestions, I’ll listen to them. But when I make up my mind, it’s going to be me.”(Commitment in Relativism)
“Student: I mean you’ve got to have some facts under the opinion, I guess.”(early Relativism)
“Student: There are all kinds of pulls, pressures and so forth…I’ve got one life to live…I want to live it this way, I welcome suggestions, I’ll listen to them. But when I make up my mind, it’s going to be me.”(Commitment in Relativism)
Break for Activity with Handout
Revised 2/17/11 [email protected] 10
“Plus-one Staging”“Plus-one Staging”
“Typical application consists of using Perry’s work to design learning experiences that provide a match or a developmental mismatch, given the cognitive complexity represented among the students in the course. The use of plus-one staging can serve as a means of providing a developmental mismatch and facilitating further cognitive growth” (Evans, Forney, Guido, Patton & Renn, 2010, p. 93).
“Typical application consists of using Perry’s work to design learning experiences that provide a match or a developmental mismatch, given the cognitive complexity represented among the students in the course. The use of plus-one staging can serve as a means of providing a developmental mismatch and facilitating further cognitive growth” (Evans, Forney, Guido, Patton & Renn, 2010, p. 93).
Revised 2/17/11 [email protected] 11
Examples of Plus-one StagingExamples of Plus-one Staging
Working in groups for class assignments Peer-advising, peer-mentoring Mentorships, Internships Providing slightly challenging assignments or
prompts to push students out of their comfort zone
Facilitating FIGs (first year interest groups)
Working in groups for class assignments Peer-advising, peer-mentoring Mentorships, Internships Providing slightly challenging assignments or
prompts to push students out of their comfort zone
Facilitating FIGs (first year interest groups)
Break for Activity with Handout 2
Revised 2/17/11 [email protected] 12
RetreatRetreat
Students can become frustrated by the complexity offered by Multiplicity or Relativism.
Experts are “wishy-washy” and won’t tell them “the truth” or what “they want”.
They return/retreat to the safety of the black and white view offered by Dualism.
Students can become frustrated by the complexity offered by Multiplicity or Relativism.
Experts are “wishy-washy” and won’t tell them “the truth” or what “they want”.
They return/retreat to the safety of the black and white view offered by Dualism.
Revised 2/17/11 [email protected] 13
TemporizingTemporizing
Purposely hesitating in a position “Student: I’ll wait and see what time brings, see
if I pass the foreign service exam. Let that decide.
Student: …I’m still waiting for that event, you know, everyone goes through life thinking that something’s gonna happen, and I don’t think it happened this year…” (Perry, 1981)
Purposely hesitating in a position “Student: I’ll wait and see what time brings, see
if I pass the foreign service exam. Let that decide.
Student: …I’m still waiting for that event, you know, everyone goes through life thinking that something’s gonna happen, and I don’t think it happened this year…” (Perry, 1981)
Revised 2/17/11 [email protected] 14
EscapeEscape
“Alienation, abandonment of responsibility. Exploitation of Multiplicity and Relativism for avoidance of Commitment” (Perry, 1981).
Students: I don’t have any consuming interest or burning desire or anything; I just drift along; If relativity is true on most things, it’s an easy way out…you don’t have to commit yourself. (Perry, 1981)
“Alienation, abandonment of responsibility. Exploitation of Multiplicity and Relativism for avoidance of Commitment” (Perry, 1981).
Students: I don’t have any consuming interest or burning desire or anything; I just drift along; If relativity is true on most things, it’s an easy way out…you don’t have to commit yourself. (Perry, 1981)
Revised 2/17/11 [email protected] 15
Disclaimer:Disclaimer:
It’s just a theory! William Perry did his study using mostly
interviews with male students from Harvard in 1968. Diversity and gender are not addressed.
Theories are lenses, not absolutes, for evaluating information or “making meaning”.
This is just a workshop! -Not a license to practice psychotherapy.
It’s just a theory! William Perry did his study using mostly
interviews with male students from Harvard in 1968. Diversity and gender are not addressed.
Theories are lenses, not absolutes, for evaluating information or “making meaning”.
This is just a workshop! -Not a license to practice psychotherapy.
Revised 2/17/11 [email protected]
Questions ?
Revised 2/17/11 [email protected] 17
Baxter Magolda’s Model of Epistemological ReflectionBaxter Magolda’s Model of Epistemological Reflection Inspired by work of Perry (1981); and
Belenky, Clinchy, Goldberger, & Tarule (Women’s Ways of Knowing,1986) - sought to address gender related differences and similarities in both works
Longitudinal study in 1986 with 101 freshmen: 51 women and 50 men
Inspired by work of Perry (1981); and Belenky, Clinchy, Goldberger, & Tarule (Women’s Ways of Knowing,1986) - sought to address gender related differences and similarities in both works
Longitudinal study in 1986 with 101 freshmen: 51 women and 50 men
Revised 2/17/11 [email protected] 18
Absolute KnowingAbsolute Knowing
Knowledge is right or wrong, absolute. Experts should communicate knowledge
effectively to make sure students understand.
Memorizing knowledge and presenting it back to the expert is an effective method for assessment.
Knowledge is right or wrong, absolute. Experts should communicate knowledge
effectively to make sure students understand.
Memorizing knowledge and presenting it back to the expert is an effective method for assessment.
Revised 2/17/11 [email protected] 19
Absolute KnowingAbsolute Knowing
Mastery Pattern Exhibited more often by
men Demonstrative, verbal
participation Competition in the
classroom Engaging with the
instructor in order to acquire knowledge
Mastery Pattern Exhibited more often by
men Demonstrative, verbal
participation Competition in the
classroom Engaging with the
instructor in order to acquire knowledge
Receiving Pattern Exhibited more often by
women Listening, observing, and
recording knowledge Comfort in the classroom Engaging with instructor
only for clarification (minimal)
Receiving Pattern Exhibited more often by
women Listening, observing, and
recording knowledge Comfort in the classroom Engaging with instructor
only for clarification (minimal)
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Transitional KnowingTransitional Knowing
Not all knowledge is absolute. Expert should guide students in
application of knowledge. Understanding, not memorization, for
assessment
Not all knowledge is absolute. Expert should guide students in
application of knowledge. Understanding, not memorization, for
assessment
Revised 2/17/11 [email protected] 21
Transitional KnowingTransitional Knowing
Impersonal Exhibited more often by
men Preference for debate
and defending their own perspective
Tend to “stand at arm’s length from others and the subject under study” (Baxter Magolda, 2004)
Impersonal Exhibited more often by
men Preference for debate
and defending their own perspective
Tend to “stand at arm’s length from others and the subject under study” (Baxter Magolda, 2004)
Interpersonal Exhibited more often
by women Interaction, listening
to peers, relationships to gather knowledge
Attempting “to connect to the subject” (Baxter Magolda, 2004)
Interpersonal Exhibited more often
by women Interaction, listening
to peers, relationships to gather knowledge
Attempting “to connect to the subject” (Baxter Magolda, 2004)
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Independent KnowingIndependent Knowing
Knowledge is uncertain. Expert should encourage independent
thought and exploration of knowledge. Original thinking and the exchange of
ideas should be evaluated, even if they diverge from expert’s opinion, for assessment.
Knowledge is uncertain. Expert should encourage independent
thought and exploration of knowledge. Original thinking and the exchange of
ideas should be evaluated, even if they diverge from expert’s opinion, for assessment.
Revised 2/17/11 [email protected] 23
Independent KnowingIndependent Knowing
Individual Pattern Exhibited more often
by men Values exchange of
ideas but still focused on own ideas
“He struggled to listen to others” (Baxter Magolda, 2004)
Individual Pattern Exhibited more often
by men Values exchange of
ideas but still focused on own ideas
“He struggled to listen to others” (Baxter Magolda, 2004)
Interindividual Pattern Exhibited more often
by women Must learn to express
own voice “Tension between
listening to others and identifying her own beliefs” (Baxter Magolda, 2004)
Interindividual Pattern Exhibited more often
by women Must learn to express
own voice “Tension between
listening to others and identifying her own beliefs” (Baxter Magolda, 2004)
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Contextual KnowingContextual Knowing
“Convergence of previous gender-related patterns” (Evans et al., 2010 p. 127)
“Belief that knowledge exists in a context and is judged on evidence relevant to that context” (Baxter Magolda, 2004, p. 37)
Expert promotes this belief Context, competence, mutual involvement of
expert and student is measured for assessment.
“Convergence of previous gender-related patterns” (Evans et al., 2010 p. 127)
“Belief that knowledge exists in a context and is judged on evidence relevant to that context” (Baxter Magolda, 2004, p. 37)
Expert promotes this belief Context, competence, mutual involvement of
expert and student is measured for assessment.
Revised 2/17/11 [email protected] 25
What do these models have in common? What do these models have in common? Perry Baxter Magolda
Dualism Absolute KnowingReceiving Mastery
Multiplicity Transitional KnowingInterpersonalImpersonal
Relativism Independent KnowingInterindividual Individual
Commitment in Relativism
Contextual Knowing
Break for Activity with Handout
Revised 2/17/11 [email protected]
See also: http://www.ctl.uga.edu/resources/tuga/
fall00/fall00.htm
See also: http://www.ctl.uga.edu/resources/tuga/
fall00/fall00.htm
Revised 2/17/11 [email protected] 27End with Handout 4
ConclusionConclusion
“A major assumption underlying college student development theories is that intellectual growth is something we want to have happen in college.
A delicate balance of challenge and support must be achieved…”
“A major assumption underlying college student development theories is that intellectual growth is something we want to have happen in college.
A delicate balance of challenge and support must be achieved…”
Revised 2/17/11 [email protected] 28
ReferencesReferences
Baxter Magolda, M.B. (2004). Evolution of a constructivist conceptualization of epistemological reflection. Educational Psychologist, 39(1), 31-42.
Evans, N.J., Forney, D.S., Guido, F.M., Patton, L.D., & Renn, K.A. (2010). Student development in college: Theory, research, and practice (pp. 82-98, 125-130). San Francisco, CA: Jossey-Bass.
Perry, W. G. (1981). Cognitive and ethical growth: The making of meaning. In A.W. Chickering (Ed.), The modern American college (pp. 76-116). San Francisco, CA: Jossey-Bass.
Baxter Magolda, M.B. (2004). Evolution of a constructivist conceptualization of epistemological reflection. Educational Psychologist, 39(1), 31-42.
Evans, N.J., Forney, D.S., Guido, F.M., Patton, L.D., & Renn, K.A. (2010). Student development in college: Theory, research, and practice (pp. 82-98, 125-130). San Francisco, CA: Jossey-Bass.
Perry, W. G. (1981). Cognitive and ethical growth: The making of meaning. In A.W. Chickering (Ed.), The modern American college (pp. 76-116). San Francisco, CA: Jossey-Bass.
Revised 2/17/11 [email protected]
Thank You!
If you would like to receive any of the handouts referenced in this presentation please feel free to contact me at the address
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